Behavioral Self-Concept Scale (BSCS)

Abstract

The Behavioral Self-Concept Scale (BSCS), developed by Williams and Workman in 1978, is a specialized psychological assessment instrument designed to measure the multidimensional nature of an individual’s self-concept. Unlike scales that focus purely on global self-esteem or internal affective states, the BSCS specifically targets self-perceptions related to observable behaviors, primarily within an academic and social school context. It employs a 36-item forced-choice format, requiring the respondent, typically a school-age child or adolescent, to select between two distinct activities or behaviors. This methodology is intended to minimize social desirability bias and yield differentiated scores across specific behavioral domains, usually categorized into academic and non-academic self-concept factors.

Keywords

Behavioral Self-Concept Scale, BSCS, Self-Concept, Academic Self-Concept, Non-Academic Self-Concept, Child Assessment, Forced-Choice Scale, Williams and Workman, Self-Perception, Behavioral Assessment.

Authors

R. L. Williams, E. A. Workman

Purpose

The primary purpose of the Behavioral Self-Concept Scale (BSCS) is to provide a clear, behaviorally anchored measure of self-concept among school-aged populations. The scale is specifically constructed to distinguish between an individual’s perception of their competence in academic settings versus their competence or preference in non-academic, social, or physical domains. By utilizing a forced-choice format, the scale aims to overcome common limitations of traditional Likert-type scales, such as response bias related to social desirability or general positivity, ensuring that the resulting profile reflects relative strengths and weaknesses across different behavioral areas.

The instrument is valuable for researchers and clinicians interested in examining how specific behavioral performance areas contribute to an overall sense of self, particularly in educational psychology. Furthermore, the BSCS can be used to identify areas where targeted intervention or support may be most beneficial for students struggling with self-efficacy in particular scholastic or social activities.

Construct

The BSCS measures self-concept, which is understood here not as a unitary trait but as a multifaceted structure composed of self-perceptions in specific, observable behavioral domains. This aligns with the multidimensional models of self-concept prevalent in educational and developmental psychology. The scale operationalizes self-concept by presenting pairs of distinct, concrete activities relevant to a school environment (e.g., “Solving math problems” vs. “Singing in music class”).

The core construct measured is the respondent’s relative preference for, or perceived competence in, these specific behaviors. The items are typically balanced to load onto two primary dimensions: Academic Self-Concept (involving literacy, numeracy, and science tasks) and Non-Academic Self-Concept (involving social, athletic, or artistic behaviors). This behavioral focus ensures that the assessment captures domain-specific self-beliefs rather than generalized feelings of worth.

Validity

Research supporting the BSCS often focuses on establishing its construct validity, demonstrating that the scale effectively measures the intended, distinct dimensions of self-concept. Studies have generally shown that the academic and non-academic subscales are correlated yet sufficiently independent, supporting the multidimensional theoretical framework.

Discriminant Validity is typically supported by findings that the BSCS subscales correlate more strongly with measures of actual performance or preference within their respective domains (e.g., Academic Self-Concept correlating highly with achievement test scores) than they do with measures outside their domain. Furthermore, the forced-choice methodology contributes to the scale’s validity by reducing the common method variance associated with self-report instruments.

Reliability

The reliability of the BSCS is generally considered acceptable, particularly when analyzing the scores derived from the two main subscales. Internal consistency, often measured using Cronbach’s alpha, typically shows moderate to high coefficients for both the Academic and Non-Academic factors, suggesting that the items within each factor are measuring a coherent underlying construct.

Furthermore, test-retest reliability studies have indicated stability over short intervals, suggesting that the self-perceptions measured by the BSCS are relatively consistent over time for the target population. This stability is crucial for using the instrument in longitudinal studies or for pre- and post-intervention assessments.

Factor Analysis

Factor analytic studies of the Behavioral Self-Concept Scale typically confirm the hypothesized two-factor structure. Exploratory and confirmatory factor analyses generally reveal that the 36 forced-choice items load onto two dominant, orthogonal factors:

• Academic Factor: Items related to scholastic activities such as reading, writing, spelling, mathematics, science, and social studies. This factor reflects the individual’s perceived competence in traditional school subjects.
• Non-Academic Factor: Items related to non-scholastic activities such as physical education (gym/recess), music, and art. This factor reflects the individual’s perceived competence or preference in social, athletic, and creative behaviors.

This clear factorial structure reinforces the scale’s utility in differentiating between academic and non-academic behavioral self-perceptions, providing a nuanced profile of the respondent’s self-concept.

Instrument

Test Type: Psychometric Scale; Forced-Choice Behavioral Assessment

Format: 36 items presented in a forced-choice, paired comparison format.

Language Available: Primarily English; adaptations may exist.

Population Group: Children and Adolescents.

Age Group: Typically utilized with elementary and middle school students (approximately 8 to 14 years old).

Population Details: Originally developed and validated on school populations, including those in general education settings, often used in studies involving children with specific educational or behavioral needs.

Test Methodology: Respondents are asked to choose which activity in each pair they prefer, or which activity they believe they perform better. The scoring yields separate scores for the Academic and Non-Academic self-concept factors.

Keywords

Behavioral Assessment, Academic Competence, Social Skills, Child Psychology, Psychometrics, Self-Esteem, Educational Psychology, Williams, Workman.

Authors

Author ORCID Identifier: Not provided in source material.

Affiliation Email addresses: Not provided in source material.

Correspondence Address: Not provided in source material.

Permissions & Fee and Test Year

The Behavioral Self-Concept Scale (BSCS) was developed and published in 1978. Information regarding current licensing fees and specific permissions for commercial use should be sought directly from the original authors or copyright holders. The instrument is widely referenced in academic literature and appears in major sourcebooks for clinical measures, indicating its availability for research purposes, typically requiring proper citation of the original work by Williams and Workman (1978).

Reference’s

• Williams, R. L. and Workman, E. A. (1978). The development of a behavioral self-concept scale, Behavior Therapy, 9, 680-681.

• Williams, R. L., Workman, E.A. (1978). Behavioral Self-Concept Scale (BSCS). In Fischer, Joel., Corcoran, Kevin J. (2007). Measures for Clinical Practice and research: A sourcebook. (4th ed.). NY. Oxford University Pr. Vol. 1, Page (s): 435-437.

• Ebrahimi, Shaghayegh., Askarian, Mahnaz. (2015). The Effect of Emotional Biorhythm on Exceptional Children’s Self-Concept. Journal of Psychology & Behavioral Studies, 3 (12), 397-400.

• Fischer, Joel., Corcoran, Kevin J. (2007). Measures for Clinical Practice and research: A sourcebook. (4th ed.). NY. Oxford University Pr. Vol. 1, Page (s): 435-437.

Items of the Behavioral Self-Concept Scale (BSCS)

IMPORTANT: The following scale items must be preserved in their original language and must not be changed in any way.

1. Solving math problems in class OR Reading the language book at school
2. Spelling OR Writing school assignments
3. Drawing in art class OR Reading the science book at school
4. Playing games during gym or recess OR Singing in music class
5. Reading the social studies book at school OR Spelling
6. Writing‚ school assignments OR Drawing in art class
7. Reading the language book at school OR Playing games during gym or recess
8. Singing in music class OR Solving math problems In class
9. Reading the science book at school OR Reading the social studies book at school
10. Spelling OR Drawing in art class
11. Playing games during gym or recess OR Writing school assignments
12. Reading the language book at school OR Singing in music class
13. Solving math problems in class OR Reading the science book at school
14. Reading the social studies book at school OR Playing games during gym or recess
15. Drawing in art class OR Reading the language book at school
16. Singing in music class OR Spelling
17. Writing school assignments OR Solving math problems in class
18. Reading the science book at school OR Playing games during gym or recess
19. Reading the language book at school OR Reading the social studies book at school
20. Drawing in art class OR Singing in music class
21. Spelling OR Reading the science book at school
22. Solving math problems in class OR Reading the social studies book at school
23. Singing in music class OR Writing school assignments
24. Playing games during gym or recess OR Drawing in art class
25. Reading the science book at school OR Reading the language book at school
26. Reading the social studies book OR Singing in music class
27. Playing games during gym or recess OR Spelling
28. Drawing in art class OR Solving math problems in class
29. Reading the science book at school OR Writing school assignments
30. Reading the language book at school OR Spelling
31. Reading the social studies book at school OR Drawing in art class
32. Solving math problems in school OR Playing games during gym or recess
33. Writing school assignments OR Reading the language book at school
34. Singing in music class OR Reading the science book at school
35. Spelling OR Solving problems in class
36. Writing school assignment OR Reading the social book at school